learning_to_learn technique is explained.ppt

Learning is very important. So, we should learn to learn

1. Learning to Learn
Kristina Edström, KTH Learning Lab, [email protected]

2. "Good" and "bad" learning
Think back on one example of "good" learning, and one
example of "bad" learning, in your experience. It can be in
or outside school. ("Good" learning means that you really
understandand can usethe knowledge, and you retainit
for long time.)
•Make notes on each of the examples. Focus on your own
role, what you did and how it felt. (6 min)
•Work in pairs: compare your experiences. Try to find issues
that your stories have in common. Take notes. (10 min)
•Form groups of four: Find the recurring themes, what you
most seem to associate with good and bad learning. Write
keywords on poster sheets. (20 min)

3. "Good" and "bad" learning
(cont)
•Tack your posters to the wall. Gather around them.
•Each group will in turn choose one item from their poster
and explain it to us.
•For each item: Can we together suggest a way to
translate that particular wisdom into to a strategy which
you can use to improve your learning?

4. What I can
influence
Other factors
The thought "If only the teacher…"is a trap!
My life is my responsibility

5. 4 principles of "good" learning
1.Motivational context
–Deep learning is more likely when the student
experiences a need to know something in order
to carry out tasks which matter to them.
–Students need to be involved in selecting what is
to be learnt and in planning how the learning
should take place in order to experience
“ownership”.
–A positive emotional and motivational climate is
a necessary condition for deep learning.
[Biggs]

6. 4 principles of "good" learning
2.Learner activity:
–Students need to be active rather than passive.
Deep learning is associated with doing. If the
learner is actively involved, then more
connections will be made both with past learning
and between new concepts.
–Doing is not sufficient for learning, however.
Learning activity must be planned, reflected
upon and processed, and related to abstract
conceptions.
[Biggs]

7. 4 principles of "good" learning
3.Interaction with others:
–It is often easier to negociate meaning
and to manipulate ideas with others than
alone.
–Interaction can take many forms […].
–Students teaching each other is a very
effective method for learning, however it
is the student who teaches who will learn
more than the student who is taught.
[Biggs]

8. 4 principles of "good" learning
4.Well-structured knowledge base:
–It is vital that students’ existing knowledge and
experience are brought to bear in learning.
–The subject matter must be well structured and
integrated.
–The structure of knowledge is more visible to
and more useful to students where it is clearly
displayed, where content is taught in integrated
wholes, rather than in small separate pieces,
and where knowledge is required to be related to
other knowledge rather than learned in isolation.
[Biggs]

9. Why does one end up in this position?
Teacher
-knows all
-is active
Student
-passive
Student
-passive
Student
-passive

10. Change the model -active learning
Student
-active
-responsible
Teachers,
advisors
Tasks,
assignments
challenges
Peers
Theory,
Literature

11. Motivation can be created in the
course
"With some courses I can feel ‘Oh no, not another math
course’. But then you get some understanding for
something in that course and then it feels great fun in a
way."
"The interest for the subject is the most important. It can
be an prior interest or it can be created during the course."
"If you get the right answer on a calculation assignment
you continue with the next one and it gets fun. If it’s
difficult you get unmotivated and you spend less time on it.
One should really put more time into things that work
badly but it doesn’t work that way."

12. A monster you face
is never quite so
scary
as one you don't.

13. Professionally relevant
competencies for an engineer
•Technical / disciplinary competencies
•Professional competencies :
–Working effectively with others
–Oral & written communication, in Swedish and
English, with different target groups
–Professional ethics
–…
•Personal competencies :
–Engagement, judgment, independence, vision,
endurance, belief in what you do, driving force,
courage, presence, focus, motivation, energi,
creativity, integrity…

14. Objectives
Teaching
&
Learning
Assessment
What work should I do
to reach the
objectives?
What do I have to perform to
demonstrate that I have
reached the objectives?
What am I able to do as
a result of learning in
the course?

15. What is the aim with project work
in my education?
Project goal
Learning
outcomes

16. 5 practical tips

17. # 1
”The secret of success is
constancy of purpose.”
Benjamin Disraeli

18. # 2
Study in informal
study groups.

19. # 3
Connect theory to applications,
examples and reality.

20. # 4
Prepare and follow up on
your learning activities.

21. # 5
Reflect on your study habits,
in order to improve them.

22. “What really puts demands on you,
things you have to fight for -they’re
all worthwhile afterwards.
Even if it’s hell at the time.
Whereas you can barely remember
something that comes to you easily.”
Lena Endre on working with
director Ingemar Bergman
No pain, no gain

23. Good luck!